Section 04.
Consumer Knowledge
Unit
Unit
Unit
Unit
choices & decisions
04.01.
04.02.
04.03.
04.04.
The Influence of Advertising
Consumer Awareness
In Trouble
About Consumer Privacy
section 04. consumer knowledge
Section 04
Unit 01
Consumer Knowledge
The Influence of Advertising
“
04.01.
Advertising is the art of convincing people to spend
money they don’t have for something they don’t need.
”
Will Rogers
Overview
We are all exposed to hundreds of advertisements every day. Some make us
laugh, some make us cry, some are repetitive and dull. Advertisers try to tell us,
what is "cool", what is fashionable, what is popular and even what to eat. In fact,
some believe there is a connection between the number of food ads on TV and
the increase in obesity rates and poor nutrition.
The average North American child sees between 20,000 and 40,000 commercials in a single year. Billions are spent every year on new and innovative ways to
sell products to us. Companies like Wal-Mart and Coca-Cola spend more money
on advertising than the GDP of some countries. Given the amount of advertising
that students encounter everyday, it is imperative for them to acquire the skills to
become skeptical observers and to decipher the truth in advertising.
Goal
To examine the influence of advertising and the various techniques and appeals
advertisers use to influence consumer behaviour.
Time Frame
Five 75-minute periods
Lesson 04.01.01
Advertising—What appeals to you? What doesn’t?
Lesson 04.01.02
Advertising techniques
Lesson 04.01.03
Infomercials & rules for evaluating advertisements
Lesson 04.01.04
Try it—make a commercial!
End-of-unit test and answer sheet
End-of-unit quiz and answer sheet
Each lesson includes black-line print masters for overheads and activities.
2
section 04. consumer knowledge
choices & decisions
Section 04
Unit 01
Consumer Knowledge
The Influence of Advertising
04.01.
Lesson 01
Advertising
—What appeals to you? What doesn’t?
.01
Overview
Do you know people who are easily influenced by advertising?
Can you think of advertisements that you like or dislike? Each
year, advertising becomes more widespread in our society
with promotions in schools, on the Internet, product placements in movies and TV programs, and corporate sponsorship of major sporting events. In this lesson, students will
examine advertising and its influence.
choices & decisions
section 04. consumer knowledge
3
Goal
To introduce students to the influence of advertising.
Objectives
Analyze what students like and dislike about advertisements.
Determine the purpose of advertising.
List the different types of advertising media.
Explain why businesses advertise.
Demonstrate the power of advertising.
Timeline
(This lesson will take two 75-minute periods)
Lesson A
Print ads
40 minutes
TV commercials
20 minutes
Review student recorded ads 15 minutes
Lesson B
Classroom discussion
30 minutes
Show recorded ads
10 minutes
Activity A
35 minutes
games, etc. This can demonstrate the power of
advertising and the control it can have on the mind.
Activity A
Have students complete Activity A, What appeals to
you? What doesn’t? Would you buy the product or
service? Using the ads the students and teacher collected, ask students to pair and share in groups of
four their results of Activity A and as a group pick two
to share with the class.
Note taking
List of advertising media.
Why businesses advertise.
Differences between advertising and publicity.
Teacher Notes
Make available magazines and newspapers for students to cut up (check with your library).
Have a number of TV commercials recorded ready to
view. Go to www.tvadsplus.com to help collect TV
commercials to decode.
Preparation of required materials, prior to lesson
(activity page).
Instructions
Lesson A
Two weeks before giving this lesson, the students and
teacher should collect examples of ads they like and
dislike and ads they find fraudulent, misleading, or
unethical. Allow students a period to work in groups
to look at newspapers and magazines to collect ads.
The school library may have collections of newspapers
and magazines for cut up projects. Have students
tape up their ads around the classroom. Pay attention to and record some TV commercials, and be prepared to show them in class. Commercials are also
available on the Internet.
Lesson B
Classroom discussion
Start this unit with a general discussion about advertising. We are all exposed to 100s of advertisements
every day. Some make us laugh, some make us cry,
some are insulting to our intelligence, some are
repetitive and dull. Advertising also tells us what is
fashionable, what is "cool", what is trendy, and what is
popular. Find out what the students think about advertising in general. Do ads help you obtain price information? Do ads help you decide? Do ads keep you
informed about new products? Do ads manipulate
you? Do ads stereotype? Make a list of where we see
ads today (television, radio, magazines, newspapers,
Internet, movie theatres, billboards, buses, subway
stations, park benches, etc.) Discuss with students
why businesses advertise (increase sales, introduce a
new product, maintain market share, etc.). Explain
the difference between advertising and publicity
(advertising you pay for; publicity you get for free). Ask
students to say the first thing that comes to mind
when you say the following: tissue, pop, ketchup,
truck, snowmobile, software, mattress, computer
4
Required Materials
Magazines and newspapers for cutting up.
Sample TV commercials.
Activity A, What appeals to you? What doesn’t?
Assessment and Evaluation
Have each student hand in Activity A for evaluation.
Supplemental Activities
Go to the Media Awareness Network Web site below.
Select: Media Issues, select: Media Stereotyping and
examine media portrayals of ethnic minorities, aboriginal people, women, and men.
Additional Web Resources
Media Awareness Network
www.media-awareness.ca
tvadsplus.com
www.tvadsplus.com
Bestadsontv.com
www.bestadsontv.com
section 04. consumer knowledge
choices & decisions
activity A
Activity A
What appeals to you? What doesn’t?
04.01.01
name:
date:
Directions
Collect examples of ads you like and dislike from newspapers, magazines, flyers, etc. Also pay attention
to TV commercials. Record commercials from TV or select commercials from Web sites to show in
class. Pay particular attention to facts versus unsupported claims in ads, and stereotyping.When you’re
done collecting ads, answer the questions below.
1. What do you like about the ads you’ve collected?
2. What do you dislike about the ads you’ve collected?
3. What do you like about the TV commercials you’ve seen?
4. What do you dislike about the TV commercials you’ve seen?
choices & decisions
section 04. consumer knowledge
5
Section 04
Unit 01
Consumer Knowledge
The Influence of Advertising
Lesson 02
Advertising techniques
04.01.
.02
Overview
In this lesson, students will become aware of the various techniques and appeals used to influence consumer behaviour. The
sales techniques used by major companies will also be considered as students expand their awareness.
Warnings must also be sounded. Unethical selling techniques
such as “bait and switch,” as well as common deceptive promotions like health fraud and get-rich-quick schemes are discussed.
6
section 04. consumer knowledge
choices & decisions
Goals
Recognize how advertising techniques can influence
buying decisions.
Develop skills in recognizing misleading and deceptive
advertising.
Objectives
Understand and identify basic advertising techniques
and appeals.
Understand and identify deceptive or questionable
advertising techniques.
Give examples of commonly seen misleading advertisements, and identify the deceptive or questionable
appeals and techniques used in each.
Discriminate between facts and unsupported claims in
print advertisements and in television commercials.
Timeline
Classroom discussion
(Overhead A)
Student activity
Classroom discussion
(overheads B, C, and D
Activity A
Activity B
15 minutes
20 minutes
Teacher Notes
Preparation of required materials, prior to lesson
(handouts, overheads, and activity pages).
Have available a few examples of advertisements that
demonstrate advertising techniques and unethical,
misleading or fraudulent ads.
Required Materials
Student ads collected from Lesson 1
Overhead A, Commonly used advertising techniques
Overhead B, Sales techniques
Overhead C, Unethical techniques
Overhead D, Examples of misleading advertising
Activity A, Examples of fraudulent or misleading
advertisements
Activity B, What makes you like/dislike an ad or
commercial?
Assessment and Evaluation
20 minutes
10 minutes
10 minutes
Have students hand in Activity A for evaluation.
Supplemental Activities
Instructions
Classroom discussion
Using Overhead A, Commonly used advertising techniques, explain the different common advertising
techniques and appeals used to convince us to buy.
The teacher can demonstrate a few of the techniques
with examples from magazines or TV.
Student activity
Have the students in groups of three go through the
ads they collected for Lesson 1 and determine what
technique was used in the ads and pair and share
with one other group. Each group of six students can
select one ad that best represents each technique
and share with the class.
Classroom discussion
Using Overhead B, Sales techniques, for each
technique, discuss what it is and find an example in
the ads the students collected in Lesson 1. Also
discuss which techniques tend to be most effective.
Using Overhead C, Unethical techniques, and
Overhead D, Examples of misleading advertising,
discuss and find examples. Also discuss which techniques tend to be most effective.
Activities A & B
Have students complete Activity A, Examples of fraudulent or misleading advertisements.
Have students complete Activity B, What makes you
like an ad or commercial?
Have students share their results of activities A and B
in groups of four and pick the most interesting to
share with the class.
choices & decisions
Note taking
Handout overheads A, B, C, and D
Go to the Media Awareness Network Web site below.
Use their search engine to find the following articles:
“Advertising: It’s Everywhere,” “How Marketers Target
Kids,” “Special Issues for Young Children,”and “Special
Issues for Tweens and Teens,” Have students in
groups of three read one of the articles to each
other. Discuss with each other what they think about
what they read, what it implies, and report back to
the class. At the Web site if you search for, “The
Issues,” you will find more articles related to advertising the students could choose to report on.
Additional Web Resources
Media Awareness Network
www.media-awareness.ca
section 04. consumer knowledge
7
activity A
Activity A
Examples of fraudulent or misleading
advertisements
04.01.02
name:
date:
Directions
Bring to class print ads you think are fraudulent or misleading. Tape up the ads around the classroom.
1. Describe your example of a fraudulent or misleading ad.
2. List the fraudulent or misleading techniques and appeals used in your favourite ad.
3. List the fraudulent or misleading techniques and appeals used in your least
favourite ad.
4. What actions could consumers take to avoid these deceptions?
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section 04. consumer knowledge
choices & decisions
activity B
Activity B
What makes you like an ad
or commercial?
name:
04.01.02
date:
After you’ve talked about various advertising appeals and techniques, answer the
following questions for your favourite and least favourite ad, and your favourite and
least favourite TV commercial.
1. Describe your favourite/least favourite ad.
2. What advertising techniques and appeals are used in your favourite/least
favourite ad?
3. Describe your favourite/least favourite TV commercial.
4. What advertising techniques and appeals are used in your favourite/least
favourite TV commercial?
choices & decisions
section 04. consumer knowledge
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overhead A
Overhead A
Commonly used advertising techniques
04.01.02
Logical appeal—demonstrates features, benefits, test results, how made, ingredients, etc.
Information
• Presentation of simple, direct information.
Emotional Appeal (not logical), manipulating—desires, dreams, beliefs, fears, anxieties
Status
• Associates product use with those who have status, who are successful, and
who enjoy and understand the “finer things in life”
Peer approval
• Associates product use with friendship/acceptance
(more popular, more beautiful, youthful, successful, exclusive, part of a clique)
Celebrity endorsement
• Associates use of product with a well-known person
Sexual attraction
• Associates use of product with increased sexual appeal
Entertainment
• Associates product with entertainment and feelings of enjoyment
Humour
• Associates product with a humorous situation so we will remember the
product
Fear
• Exploits and targets our fears, anxieties, insecurity
Intelligence
• Associates product with smart people who can’t be fooled by gimmicks
Independence
• Associates product with people who can think and act for themselves
Unfinished comparison
• Use of phrases such as, “Works better in poor driving conditions!”
Works better than what?
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section 04. consumer knowledge
choices & decisions
overhead B
Overhead B
Sales techniques
04.01.02
Some commonly used approaches
Guarantees
• Abundant use of statements such as “lifetime guarantee” and “satisfaction
guaranteed or your money back.” All promises should be given in writing.
Scarcity
• Merchant creates a false sense of urgency by claiming that supply or time is
limited.
Perceptual contrast
• Merchant presents undesirable/inferior option first to make the second option
look far superior.
Scientific or numerical claims
• “Nine-out-of-ten” may sound good, but many such claims can prove impossible
to substantiate.
Negative option
• Merchandise arrives automatically unless the consumer takes steps to stop
shipment and billing.
• Often used by book and record clubs.
choices & decisions
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overhead C
Overhead C
Unethical techniques
04.01.02
Techniques considered deceptive and/or misleading
Bait and switch
• Advertisement entices consumers into the store with bargains that are too
good to be true. Once consumers are in the store, they are told the item is
unavailable and are shown a similar, but more expensive, item.
• Often high-pressure sales tactics are used.
• Illegal in Canada.
Exploitation of fears and misgivings
• Ad feeds or plays on consumers’ fears.
Specials
• Advertisement of products that are not in stock or that are not readily available to consumers at the advertised price. (For example, grocery store advertises grapes from California on sale; grapes turn out to be from Mexico.)
Out-of-context quotations
• Comments by a noted person or passages from a story taken out of context to
imply an endorsement of a product or service.
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section 04. consumer knowledge
choices & decisions
overhead D
Overhead D
Examples of misleading advertising
04.01.02
Frequently seen misleading advertisements
“Get-rich-quick” schemes
• Ads that offer an opportunity to earn a lot of money in a short amount of time
with very little effort.
• Preys on consumers’ desire to achieve financial success.
Health fraud
• Promises of overnight medical cures and treatments.
• Products developed after “years of research” and “proven to provide immediate
positive results.”
• Testimonials from medical experts and satisfied customers.
• Preys on consumers’ vanity and fears.
Credit repair
• Offers, for a fee, to fix a bad credit record. (Credit repair is impossible!)
Product misrepresentation
• Uses names similar to nationally recognized brand.
• Merchandise offered at below-market value for a limited time only.
• Vague descriptions of product.
Travel fraud
• Offers accompanied by certificates for free or very low-cost travel.
• Vague description of services and accommodations.
choices & decisions
section 04. consumer knowledge
13
Section 04
Unit 01
Consumer Knowledge
The Influence of Advertising
04.01.
Lesson 03
Infomercials and rules for evaluating
advertisements
.03
Overview
"It's truly revolutionary!", "But wait!", "But wait, there's more!",
"Supplies are limited!” "This product usually costs...". These
are common pitch lines in crafting infomercials, programlength commercials that include product demonstrations,
testimonials and before-and-after photos.
In this lesson we will look at how to spot program-length commercials and how to protect yourself if you want to order.
Also, students are asked to develop guidelines for viewing and
evaluating advertising. This skill will prepare students to make
rational decisions in our very complex marketplace. Finally we
will test the students’ advertising knowledge with a test and
quiz.
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section 04. consumer knowledge
choices & decisions
Goals
To help students develop a critical eye when viewing
and evaluating advertising.
Test the students’ understanding of advertising.
Objectives
Demonstrate how to spot and assess program-length
commercials (infomercials).
Identify rules for evaluating advertisements.
Test the students’ understanding of advertising.
Timeline
Classroom discussion
(Overhead A)
Classroom discussion
(Overhead B)
Activity A
Quiz
15 minutes
15 minutes
30 minutes
15 minutes
Instructions
Classroom discussion
Using Overhead A, explain infomercials. Ask the
students for examples of infomercials and their opinion. Ask students if they or someone they know ever
ordered something through an infomercial.
Using Overhead B, review and apply the rule to a
number of ads put up around the classroom.
Test
Have students complete Activity A.
Note taking
Give students handout of overheads A and B.
Teacher Notes
Preparation of required materials, prior to lesson.
Required Materials
Overhead A, Program-length commercials
(infomercials)
Overhead B, Rules for evaluating advertisements
Activity A, Test your advertising knowledge
(two pages and two-page answer sheet)
Quiz, The influence of advertising
Assessment and Evaluation
Activity A and quiz.
Supplemental Activities
Have students develop a form for evaluating advertisements.
Check out the information on infomercials at
www.cbc.ca/streetcents—select: the guide, select:
episode 09, 2001, select: Reality check—Infomercials
choices & decisions
Additional Web Resources
Street Cents (CBC)
www.cbc.ca/streetcents
section 04. consumer knowledge
15
overhead A
Overhead A
Program-length commercials
(infomercials)
04.01.03
Think about it—infomercials are commercials in disguise.
How to spot program-length commercials
• “Commercials” are similar to the program content.
• Sponsor identified at beginning or end.
• One product is proclaimed superior.
Protect yourself if you want to order the item
• Use a credit card.
• The Collection Agencies Act will offer you some protection if you have problems
with the bill or the quality of the product.
Actions to avoid
• Giving your bank account number over the phone
Remember
• Product claims are made by the advertiser.
• Such claims represent neither an objective nor an independent evaluation of
the product.
How infomercials convince you to buy
•
•
•
•
•
•
16
Testimonials by celebrities and everyday people
Free gifts
Originality (offer not available in stores, one-time offer)
High pressure, buy immediately (“Call now operators are standing by”)
Camera effects make product look better, bigger
Low prices, usually available at retail stores for less
section 04. consumer knowledge
choices & decisions
overhead B
Overhead B
Rules for evaluating advertisements
04.01.03
Ask yourself basic questions
• Does the ad appeal to your emotions?
• Look beyond the appeal to find out what the ad really says
(or doesn’t say) about the product or service.
• What are the special features of the product?
• Are these features necessary?
As you read, listen to, or watch advertisements. . .
• Search for fraud and deception in the ad.
• Be alert to ads that are misleading (those that make unreasonable
claims about the product or service).
• Read the fine print, or listen carefully.
• Does the ad use stereotypes?
choices & decisions
section 04. consumer knowledge
17
activity A
Activity A
Test your advertising knowledge
04.01.03
name:
date:
In the space provided, write the letter of the advertising technique or appeal the
statement represents.
a)
b)
c)
d)
e)
f)
g)
Join the gang
Celebrity endorsement
Dangling comparatives
Independence
Get rich quick
Exploiting fears and misgivings
Sexual appeal
h)
i)
j)
k)
l)
m)
n)
Negative option
Credit repair
Numerical claims
Guarantees
Bargain appeals
Scientific claims
Catch phrases and slogans
1. _____ Return this card today and begin receiving three CDs every month. If, at any
time, you decide you don’t want a CD, just return it within ten days.
2. _____ If you’re the type of person who can think and act for herself, drive one of
our cars and you’ll be convinced you can’t buy a smoother ride.
3. _____ We promise your new battery will last a lifetime, or your money back.
4. _____ This detergent works better on grease and stains.
5. _____ Three out of four dentists recommend this toothpaste.
6. _____ Everyone else is using this product. Why aren’t you?
7. _____ At this price for a limited time only! So buy now, because you won’t see a
value like this again.
8. _____ After years of research by leading physicians, we’ve formulated a pill that,
taken one hour before each meal, allows you to eat anything you want
without gaining weight.
9. _____ You find yourself unconsciously singing the tune to the commercial.
10. _____ If Mr./Ms. Famous Athlete wears this type of underwear, shouldn’t you?
11. _____ Just one spray of our cologne, and you’ll never have to spend another
Saturday alone!
12. _____ Work in your home, part-time, and earn up to $10,000 per week.
13. _____ No matter how bad your credit is, for one small fee, we can help you get
that car or van you’ve always wanted.
14. _____ Our complete-at-home course, which comes with a supplemental videotape
and a workbook, is designed to increase your chances of getting better
grades regardless of the subject
18
section 04. consumer knowledge
choices & decisions
activity A
Activity A
Test your advertising knowledge
(continued)
name:
04.01.03
date:
Answer each of the following questions in the space provided.
15. Explain and give an example of the “bait and switch” advertising technique.
16. Explain and give an example of the “supermarket special” advertising technique.
17. Explain and give an example of an advertisement that uses “scientific claims.”
18. Explain and give an example of an advertisement that uses “bargain appeals.”
19. List three ways to spot program-length commercials.
20. List two things you can do to protect yourself if you buy something from
a program-length commercial.
choices & decisions
section 04. consumer knowledge
19
activity A
Activity A
Test your advertising knowledge
(answers)
04.01.03
In the space provided, write the letter of the advertising technique or appeal the
statement represents.
a)
b)
c)
d)
e)
f)
g)
Join the gang
Celebrity endorsement
Dangling comparatives
Independence
Get rich quick
Exploiting fears and misgivings
Sexual appeal
h)
i)
j)
k)
l)
m)
n)
Negative option
Credit repair
Numerical claims
Guarantees
Bargain appeals
Scientific claims
Catch phrases and slogans
1. __h__ Return this card today and begin receiving three CDs every month. If, at any
time, you decide you don’t want a CD, just return it within ten days.
2. __d__ If you’re the type of person who can think and act for herself, drive one of
our cars and you’ll be convinced you can’t buy a smoother ride.
3. __k__ We promise your new battery will last a lifetime, or your money back.
4. __c__ This detergent works better on grease and stains.
5. __j__ Three out of four dentists recommend this toothpaste.
6. __a__ Everyone else is using this product. Why aren’t you?
7. __l__ At this price for a limited time only! So buy now, because you won’t see a
value like this again.
8. __m__ After years of research by leading physicians, we’ve formulated a pill that,
taken one hour before each meal, allows you to eat anything you want
without gaining weight.
9. __n__ You find yourself unconsciously singing the tune to the commercial.
10. __b__ If Mr./Ms. Famous Athlete wears this type of underwear, shouldn’t you?
11. __g__ Just one spray of our cologne, and you’ll never have to spend another
Saturday alone!
12. __e__ Work in your home, part-time, and earn up to $10,000 per week.
13. __i__ No matter how bad your credit is, for one small fee, we can help you get
that car or van you’ve always wanted.
14. __f__ Our complete-at-home course, which comes with a supplemental videotape
and a workbook, is designed to increase your chances of getting better
grades regardless of the subject
20
section 04. consumer knowledge
choices & decisions
activity A
Activity A
Test your advertising knowledge
(answers continued)
04.01.03
Answer each of the following questions in the space provided.
15. Explain and give an example of the “bait and switch” advertising technique.
Designed to get you into the store by advertising a bargain, once you’re in the store,
you’re told the item is unavailable. Then you’re shown a similar item of higher quality
that costs more.
16. Explain and give an example of the “supermarket special” advertising technique.
Advertisement of products that aren’t in stock, or aren’t readily available to consumers
at the advertised price. For example, advertised grapes from California turn out to be
from Mexico.
17. Explain and give an example of an advertisement that uses “scientific claims.”
Claims of “scientific proof” that are made without the substantiation required by law.
18. Explain and give an example of an advertisement that uses “bargain appeals.”
Plays on human tendency to want a bargain. Lots of so-called “bargains”
aren’t really bargains at all.
19. List three ways to spot program-length commercials.
Look for commercials that are similar to the program content.
Check for sponsor identification.
Be wary of programs where one product is represented as “better” than others.
Testimonials by celebrities and everyday people.
Encourage you to buy immediately.
20. List two things you can do to protect yourself if you buy something from
a program-length commercial.
Use a credit card to pay for the item.
Order or pay by mail.
choices & decisions
section 04. consumer knowledge
21
quiz
Quiz
The Influence of Advertising
name:
04.01.
date:
True/False ( 5 marks)
1. _____ An “unfinished comparison” in an advertisement provides consumers with incomplete information.
2. _____ Out-of-stock advertised specials are considered to be an unethical technique.
3. _____ Credit repair service advertisements may be misleading due to the promises made to consumers in
credit trouble.
4. _____ An infomercial is a type of bait and switch.
5. _____ Comments from buyers of a product in a commercial usually provide useful information
Multiple Choice (5 marks)
6. Advertisements using a well-known person are
examples of the __________ advertising technique.
A. peer approval
B. unfinished comparison
C. status
D. endorsement
7. Books, tapes, and music CDs are commonly sold
using.
A. a perceptual contrast
B. numerical claims
C. unfinished comparisons
D. a negative option
9. A program-length commercial is commonly called
A. bait and switch
B. a perceptual contrast
C. an infomercial
D. an action guarantee
10. The most useful information in an advertisement
would be
A. the price
B. comments from product users
C. a list of product accessories
D. an endorsement from a well-known person
8. ___________ would be an example of an unethical
action.
A. An infomercial
B. An out-of-context quote
C. An offer to work at home
D. Comparison pricing in an advertisement
Case Application ( 5 marks)
Recent television programs and commercials have provided information on a new method of cooking to save
money, reduce fat, and improve the flavour. This cooking equipment seems to be quite good. What actions
should a person take before spending money on this type of product?
22
section 04. consumer knowledge
choices & decisions
quiz
Quiz
The Influence of Advertising
04.01.
True/False ( 5 marks)
1. __t__ An “unfinished comparison” in an advertisement provides consumers with incomplete information.
2. __t__ Out-of-stock advertised specials are considered to be an unethical technique.
3. __t__ Credit repair service advertisements may be misleading due to the promises made to consumers in
credit trouble.
4. __f__ An infomercial is a type of bait and switch.
5. __f__ Comments from buyers of a product in a commercial usually provide useful information.
Multiple Choice (5 marks)
9. A program-length commercial is commonly called
__C__.
A. bait and switch
B. a perceptual contrast
C. an infomercial
D. an action guarantee
6. Advertisements using a well-known person are
examples of the __D__ advertising technique.
A. peer approval
B. unfinished comparison
C. status
D. endorsement
7. Books, tapes, and music CDs are commonly sold
using __D__.
A. a perceptual contrast
B. numerical claims
C. unfinished comparisons
D. a negative option
10. The most useful information in an advertisement
would be: __A__.
A. the price
B. comments from product users
C. a list of product accessories
D. an endorsement from a well-known person
8. __B__ would be an example of an unethical action.
A. An infomercial
B. An out-of-context quote
C. An offer to work at home
D. Comparison pricing in an advertisement
Case Application ( 5 marks)
Recent television programs and commercials have provided information on a new method of cooking to save
money, reduce fat, and improve the flavour. This cooking equipment seems to be quite good. What actions
should a person take before spending money on this type of product?
Before making such a purchase, several types of research should be conducted. Contact
local or provincial consumer agencies to determine if there are complaints against the
company. Talk to others who have purchased this item or similar products. Conduct library
research or an Internet search to gather additional information.
choices & decisions
section 04. consumer knowledge
23
Section 04
Unit 01
Consumer Knowledge
The Influence of Advertising
Lesson 04
Try it—make a commercial!
04.01.
.04
Overview
We have all seen or heard ads and thought, WOW! That was
genius! What a funny commercial! What a creative way to get
a message across. Advertisers want ads that have impact,
ads the consumers will see and remember. Advertisers want
consumers to remember their brand and logo. Advertisers
want ads that sell.
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section 04. consumer knowledge
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Goal
To give students the opportunity to apply their knowledge by creating an advertisement.
Objective
Students prepare an advertisement for a product,
service or event.
Timeline
Activity A
Three 75-minute periods
Instructions
Classroom discussion
Before letting the class loose to create an advertisement, discuss the AIDA formula for creating good
ads. Attract Attention, gain Interest, build Desire, get
Action. Use the ads collected from Lesson 1 to
demonstrate the AIDA formula.
Activity A
Using Activity A, Try it—make a commercial, divide
the class into groups. Have each group research a
product, service or school event. Ask each group to
prepare an advertisement for its product, service or
school event using some of the techniques and
appeals discussed in class or a new creative technique of their own. The students can use any medium, print, radio or TV. Limit radio and TV ads to 15
to 30 seconds. Have each group present their advertisement to the class. Ask the class to identify the
appeals and techniques each group is using. Review
how to spot various advertising techniques and
appeals that have been discussed in class. Emphasize
how to spot the difference between facts and unsupported claims. Ask the class if any of the techniques
or appeals used were fraudulent or misleading. Ask
the class if there is stereotyping.
Teacher Notes
Students may need a storyboard handout to help
them plan a TV commercial.
Encourage students to plan each scene, video and
audio.
Required Materials
Activity A, Try it—make a commercial
Video cameras for TV commercial—ask students to
bring in their own from home.
Recording device for radio commercial.
Materials for creation of print ad or software,
“Microsoft Publisher,” “Corel Draw”.
Assessment and Evaluation
Evaluate the advertisement created.
Additional Web Resources
Supplemental Activities
About.com
advertising.about.com/od/televisionandradio/a/co
mmercialmusts.htm
Check out the Web site below to get advice on how to
create an effective TV commercial.
choices & decisions
section 04. consumer knowledge
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activity A
Activity A
Try it—make a commercial
04.01.04
name:
date:
Directions
Divide into groups. Each group is responsible for researching a product, service, or event. Prepare a
commercial for the product, service, or event your group has been assigned or has chosen. When
preparing your commercial, be sure to consider some of the techniques and appeals discussed in class.
Each group will present its commercial to the class. At the end of your presentation, be prepared to
answer the following questions.
1. To whom are you trying to sell your product, service, or event?
2. What specific techniques and/or appeals did you use to try to sell your product,
service, or event?
3. Were any of the techniques or appeals you used fraudulent or misleading?
4. Could you be accused of stereotyping?
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section 04. consumer knowledge
choices & decisions